CC BY
10Путем перекладывания треугольников, указанным на рисунке способом, получаем, что . Это и доказывает утверждение, содержащееся в задаче.
Замечание: Указанное в доказательстве перекладывание треугольников возможно, если соответствующие треугольники равны (в силу симметрии достаточно показать это для одной пары треугольников).
Читатель, заинтересовавшийся поднятой в статье темой, найдет для себя ответы на многие вопросы в наших работах [10, 11, 12].
Ссылки:
1. Arnheim R. Visual thinking. - Berkley: Univ. of California Press, 1968. - 312 с.
2. Зинченко В.П., Вергилес Н.Ю. Формирование зрительного образа. Исследование деятельности зрительной системы. - М.: Изд-во МГУ, 1969. - 106 с.
3. Мордкович А. Г. Методические проблемы изучения элементов математического анализа в общеобразовательной школе // Математика в школе. - 2002. - №9. - С. 2 - 12.
4. Болтянский В.Г. Как развивать «графическое мышление» // Математика в школе. - 1978. - №3. - С. 14 - 18.
5. Захаров А.И. Неврозы у детей. - СПб: Дельта, 1996. - 387 с.
6. Резник Н.А. Технология визуального мышления // Информационная среда обучения. - СПб: Свет, 1997. - С. 68 - 83.
7. Чошанов М.А. Визуальная математика. - Казань: Абак, 1997. - 157 с.
8. Башмаков М.И., Резник Н.А. Развитие визуального мышления на уроках математики // Математика в школе.
- 1991. - №1. - С. 4 - 8.
9. Якиманская И.С. Образное мышление и его место в обучении // Советская педагогика. - 1968. - №12. - С. 62
- 71.
10. Далингер В.А. Формирование визуального мышления у учащихся в процессе обучения математике: Учебное пособие. - Омск: Изд-во ОмГПУ, 1999. - 157 с.
11. Далингер В.А. Теоретические основы когнитивно-визуального подхода к обучению математике: монография. - Омск: Изд-во ОмГПУ, 2006. - 143 с.
12. Далингер В.А. Наглядные образы математических объектов как предмет и средство для изучения: учебное пособие. - Омск: Изд-во ООО «Амфора», 2013. - 75 с.
13. Князева О.О. Визуализированные задачи и методика их использования в процессе обучения началам математического анализа: Учебное пособие. - Омск: Изд-во ОмГПУ, 2003. - 60 с.
INCLUSIVE FORM OF EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
Egorov P.R.
PhD in Educational Science The director of the Northeast scientifically-innovative Centre of development inclusive education, North-Eastern Federal University
Egorova G.F.
The manager of the Northeast scientifically-innovative Centre of development inclusive education North-Eastern Federal University
ABSTRACT
In this article, the author tried to briefly show the work of the interuniversity expert group of the Russian Union of Rectors on inclusive higher education. The author of the concept of inclusive education development in the Sakha Republic (Yakutia) considers the possibility of participation in the inclusive education of children with special educational needs of all nosologies but with intact intellect.
Having regard to the UN Convention on the Rights of Persons with Disabilities and a new federal law on education, the author reasonably argues for the need for the introduction in the Russian Federation of the theoretical model of a continuous system of inclusive education of people with special education needs.
Keywords: Inclusive education, students with special educational needs, the model of a continuous system of inclusive education.
Inclusive education as an innovative type of education of people with special educational needs is a particular form of the arrangement of educational activity in which all students, regardless of their individual abilities and capabilities, as well as belonging to certain social and cultural minorities, exercise their indefeasible right to qualitative educational level. At the same time, the inclusive model of education is focused not only on the acquisition of specific cognitive reserve, but also aims at the maximum social inclusion of each special child into public life.
Our objectives in this area are clearly stated by Dmitry Medvedev in his speech at the meeting of the Presidential Council for the Disabled on April 7, 2009.
Dmitry Anatolyevich said: "We are just obliged to create a normal system of education for the disabled, so that children
would be able to study among their peers in mainstream schools and from an early age would not feel isolated from society" [1].
On May 3, 2012 Dmitry Medvedev, while still in the office of the President of Russia, signed a federal law on the ratification of this convention and Russia became the 111th country to ratify the UN International Convention on the Rights of Persons with Disabilities. Article 24 - Education:
"States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning" [2].
On June 1, 2012 at the initiative of the Russian Union of Rectors, there was the first interuniversity online meeting "New Mechanisms of Adaptation of Students with Special
Educational Needs in Higher Education Institutions", which was attended by more than two hundred universities of Russia.
Eight Russian experts and representatives from five Russian universities delivered an online speech. North-Eastern Federal University was represented by Mikhail P. Fyodorov, Vice-rector for Teacher Education, and Pantelejmon R. Egorov, head of the Training and Research Laboratory of Adaptive Computer Technologies.
In their speeches, they noted that unique Training and Research Laboratory of Adaptive Computer Technologies equipped up to the state of the art was established at NEFU; none of the Russian higher education institutions has such laboratory fitted with modern equipment for blind and visually impaired persons up to the world standards. They also noted that the international research-to-practice conference on inclusive education was held in the Sakha Republic (Yakutia) for the first time ever, it was attended by more than 180 practitioners and scientists in the field of general and special needs education from the Sakha Republic (Yakutia), 30 Russian Federation subjects and five foreign countries.
Participants of the interuniversity online meeting believe that the most effective tool of the integration of students with special educational needs is educational support and career guidance allowing their independent activity to the uttermost.
The Russian Union of Rectors set up an interuniversity expert working group on inclusive education in 2012. Pantelejmon R. Egorov, Cand. Sc. (Pedagogy), Director of North-Eastern Science and Innovation Center for Inclusive Education Development, became a member representing Ammosov North-Eastern Federal University and regularly participates and make proposals at all meetings of the RUR expert group on inclusive education.
On December 3, on the International Day of People with Disability a meeting of the Interuniversity Expert Group on Inclusive Higher Education of the Russian Union of Rectors took place at Moscow State University of Economics, Statistics, and Informatics. The meeting was attended by experts from higher education institutions of Moscow, Saint Petersburg, Nizhny Novgorod, Yakutsk and Kaliningrad. Specialists of more than 100 universities from different regions participated in the event which lasted more than four hours in the online mode. The meeting agenda consisted of the following items:
- Issues of the concept of inclusive higher professional education in Russia: ideology, objectives, approaches;
- Challenges and opportunities of building effective models of university inclusion;
- Forming a list of interuniversity activities for the organization of learning process of disabled persons in higher education institutions.
We took an active part in this online meeting and in our speeches highlighted the following possible models of university inclusion:
- All models of educating students with special educational needs (special, integrated, learning on a general basis -inclusive), which are currently in use in Russian universities, deserve consideration and time will show their effectiveness.
In light of the UN Convention on the Rights of Persons with Disabilities ratification in Russia, we propose to introduce a theoretical model of the continuous system of inclusive education for people with special educational needs which
includes all stages of education development (kindergarten, school, vocational education institution, higher education institution). Then universities will be attended by already prepared students with special educational needs, and there will be no need to spend an extra two years which is the case of some Russian universities. There's no need to write special educational programs and all the students with SEN should study inclusively according to the usual procedure and existing federal state educational standards. Under the new federal law on education, it's only necessary for the universities to establish special conditions for the methodological support of the educational process of students with SEN which takes place at North-Eastern Federal University.
For example, all blind and visually impaired students studied and study in Russian universities only on a general basis - inclusively, they do not have special educational programs, there is no use. It is only important that universities establish special conditions for the methodological support of the educational process of students with SEN and it takes place at North-Eastern Federal University.
Staff of the Training and Research Laboratory of Adaptive Computer Technologies prepared a legislative initiative for the formation and adoption of inclusive education law in the Sakha Republic (Yakutia). In October 2011 this bill was referred to Elena Kh. Golomaryova, the Chairperson of the Relevant Committee on Science, Education, Culture and Mass Media of the State Assembly (Il Tumen) of the Sakha Republic (Yakutia). The TRLACT staff also developed a draft concept of inclusive education development in the Sakha Republic (Yakutia) (author P.R. Egorov), discussion of which was held in all districts and cities of the Sakha Republic (Yakutia).
The concept was unanimously approved at the session of the board of the Sakha Republic (Yakutia) Ministry of Education as part of the August meeting of the teachers on August 24, 2012. This is the first concept on inclusive education in the Russian Federation.
The purpose and objectives of the concept of inclusive education
The concept purpose: qualitative and orderly improvement of the system of education and social rehabilitation of children with SEN by implementing inclusive education aimed at the full development and fulfillment of children with SEN.
Objectives:
- improvement of regulatory, scientific and methodological, financial and economic support, focused on the implementation of the inclusive form of education;
- development of human, methodological, didactic support of educational institutions participating in the process of inclusion;
- improvement of the system of training and retraining of pedagogical personnel, health and social workers implementing the inclusive form of education;
- involvement of parents of children with SEN to participate in educational and rehabilitation process in order to improve its efficiency;
- formation of social and psychological culture of the population for the development of inclusive processes;
- introduction of innovative educational technologies in the context of inclusive approach forms and models providing special educational services for children with SEN;
- implementation of a theoretical model of the continuous system of inclusive education in all educational institutions of the Sakha Republic (Yakutia) (preschool educational institution, general education institution, primary and secondary vocational training and higher education institution) taking into account the needs of society [1].
Since November 2010 the TRLACT employees worked intensively to organize and hold the first international research-to-practice conference on inclusive education in the Sakha Republic (Yakutia) on September 21-23, 2011. Scientists and experts from thirty subjects of the Russian Federation and five foreign countries were invited to the conference. NEFU allocated a significant amount of money to hold this international research-to-practice conference on inclusive education, initiated and organized by the TRLACT staff, and it let us to conduct this conference at a decent high organizational level. The TRLACT employees were responsible for organization and holding a tender and directly engaged in the invitation of Russian and foreign participants. It is also unique that the organizers were able to invite all active blind experts and scientists in the field of adaptive computer technologies from across the Russian Federation.
In August 2013 the members of NE SIC IED entered upon organization and holding of the 2nd International Research-to-Practice Conference Inclusive Education - Accessible Education - Barrier-free Environment under the Education, Forward - II Research and Education Forum in the city of Yakutsk on June 23-26, 2014.
References:
1. Medvedev, D.A. Speech at the meeting of the Presidential Council for the Disabled on April, 7th, 2009.
2. The UN Convention on the Rights of Persons with Disabilities.
3. Egorov, P.R. The Concept of Inclusive Education Development in the Sakha Republic (Yakutia). - Yakutsk, 2012. - http://sakha.gov.ru/sites/default/files/page/ files/2012_05/16/%20%D0%B8%D0%BD%D0%BA%D0%BB %D1%8E%D0%B7%D0%B8%D0%B2%D0%BD%D0%BE%D 0%B9%20%D1%84%D0%BE%D1%80%D0%BC%D1%8B%20 % D 0 % B E % D 0 % B 1 % D 1 % 8 3 % D 1 % 8 -7%D0%B5%D0%BD%D0%B8%D1%8F%20%D0%B2%20 %D0%A0%D0%A1%20(%D0%AF).doc
ПРОБЛЕМА РАЗВИТИЯ ТВОРЧЕСКОЙ АКТИВНОСТИ В ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ ЛИТЕРАТУРЕ
ТатьянаЖитник,
Мелитопольский государственный педагогический университет имени Богдана Хмельницкого преподаватель кафедри социальной педагогики и дошкольного образования г.Мелитополь,Украина
THE PROBLEM OF CREATIVE ACTIVITY DEVELOPMENT IN THE PSYCHOLOGIC-PEDAGOGICAL LITERATURE ANNOTATION
Zhytnyk Tatiana, Lecturer of the Social Pedagogy and pre-school education chair Melitopol Bohdan Khmelnytsky State Pedagogical University, Melitopol, Ukraine АННОТАЦИЯ
В статье рассматривается проблема развития творческой личности. С целью выявления источников и механизмов развития творческой активности личности, анализируем генетический и системно-структурный подходы. ABSTRACT
The problem of creative personality development is discussed in the given issue. The genetic and systemic-structural approaches are analyzed in order to identify the sources and mechanisms of personal creative activity development.
Ключевые слова: творческая активность; анализ психолого-педагогической литературы; генетический подход; системно-структурный подход.
Key words: creative activity; analysis of psychological and educational literature; genetic approach; system-structural approach.
Приоритеты современного образования определяются требованиями национального общества и Национальной доктриной развития образования Украины в ХХ1 веке. В современном государстве важным является формирование системы сознательного непрерывного эстетичного образования, которое обеспечивает развитие художественных способностей личности. Следовательно, противоречия между современными направлениями развития общества и реальными требованиями современной личности, актуализируют проблему развития художественно-творческой активности подрастающей нации.
С целью выявления феномена "творческая активность", определение источников и механизмов его формирования
рассмотрим проблему из позиции генетического и системно-структурного подходов. Генетический подход основывается на анализе источников формирования творческой активности, которые рассматривают потребности, интересы и мотивы деятельности личности. Потребность, является основой творческого интереса и мотивации, способная выступать источником возбуждения активности. Этот подход подкрепляет положение современной науки о том, что "потребность - первое звено в любом цикле деятельности, источник активности".
Системно-структурный подход исследования творческой активности основывается на анализе компонентов и составляющих творческой активности, что в совокупно-
